The WHAT of faculty development
Ten and counting This is the 10th installment in our series on faculty. I’ll say it again: I believe an educational institution’s missional success ultimately depends, not on its executive leadership, but on its faculty. I began by insisting that the key leadership priority of “alignment” very much pertains to your faculty. As an educational leader, you cannot permit yourself to be distracted from the critical need to ensure that your faculty are selected, retained, developed, and rewarded in full alignment with your institution’s biblical higher education mission and values. I then sought to establish that the preferred manner of faculty development is coaching. Two essential means of faculty development are inquiry and investment. Now we come to the what of faculty development. What do well-developed biblical higher education faculty members look like? What capacities and competencies should they possess in increasing measure? I suggest we consider five key areas: self-awareness, scholarly currency, interdisciplinary engagement, teaching and learning proficiency, and biblical/theological worldview integration. We’ll tackle the first one this time around.